Tai Steeb
Grade level: first grade
This lesson is about the relationship between the strength and size of magnets.
SCIED 458 Lesson Specifications
Subject(s):
Science
Science Concept:
Magnets
Driving Question:
How are strength and size of magnets related?
Grade/Level:
1
Learning Outcomes:
Students will learn that the strength of the magnet is not related to its size, that the strength depends on what is inside of the magnet.
Summary:
Students will engage in a varitey of learning activities that will teach them about the strength of magnets. They will have opportunities to engage in, explore, and explain how the size and strength of magnets are related.
STANDARDS & ASSESSMENT
Standards:
PA- Pennsylvania Academic Standards
• Subject:Science and Technology
• Area 3.4:Physical Science, Chemistry and Physics
• Grade 3.4.4: Grade 4
Standard C.:Observe and describe different types of force and motion.
•Identify characteristics of sound such as pitch, loudness and echoes.
•Recognize forces that attract or repel other objects and demonstrate them.
•Describe various types of motions.
•Compare the relative movement of objects and describe types of motion that are evident.
•Describe the position of an object by locating it relative to another object or the background (e. g., geographic direction, left, up).
Assessment/Rubrics:
Pre-assessment: questions: "Who knows what a magnet is?" "What is one thing you can tell me about magnets?" (I will ask this question to multiple students)
Formative assessment:
-Measuring and Counting: How many paper clips does the smallest magnet hold? How many does the largest paper clip hold?
-Comparison: Which magnet had the longest chain of paper clips? Which one had the shortest?
-Reasoning: Why is it that the largest magnet does not hold the most paper clips?
-Action: Asking them what happens when something is magnetic should probably come first, so I know if they understand what it actually means and what an object does when it is magnetic.
Summative assessment: I will hold up two magnets that the students have never seen before. When they respond that it is impossible to tell unless there is a test done, then I will know they understand that the size of magnets have nothing to do with their strength. Also, our discussion during the explain portion of the lesson will help me to summatively assess the student understanding. The sentences we write as a class will be direct evidence of student learning.
MATERIALS AND RESOURCES
Science Materials:
I need a large variety of magnets and paperclips for this activity. I need a variety of sizes and strengths of different magnets. They do not all have to be the same, for each pair of students, but there need to be 8 magnets for each pair of students.
Other Resources:
Materials and resources:
List student textbook and books from library here, and materials my mentor teach gave to me
ADDITIONAL INFORMATION
Learning Context:
The students will experiment with different magnets and determine strength based on the number of paper clips that each magnet can hold. I also would like to have iron filings for them to experiment with, because they are something neat that they do not get to use on a daily basis.
Students will record results on a chart. They can record their evidence on the chart. This chart has two columns labeled “magnet” and “number of clips.” They may also record some information about iron filings in another chart, though this may be an extra activity for those who finish early.
These are some of the questions that I will ask my students to formatively assess their learning:
-Measuring and Counting: How many paper clips does the smallest magnet hold? How many does the largest paper clip hold?
-Comparison: Which magnet had the longest chain of paper clips? Which one had the shortest?
-Reasoning: Why is it that the largest magnet does not hold the most paper clips?
-Action: Asking them what happens when something is magnetic should probably come first, so I know if they understand what it actually means and what an object does when it is magnetic.
To assess students understanding further: I will hold up two magnets, asking which one is stronger. When they respond that it is impossible to tell unless there is a test done, then I will know they understand that the size of magnets have nothing to do with their strength.
They will share their claims by showing a partner the magnet that surprised them the most. I believe that the students will chose the largest, weak magnet or the smallest, strongest magnet.
Differentiated Instruction:
None of the students in my class have physical disabilities. Some of them do have learning disabilities. I will have the students work in pairs to help the students who struggle. I will also have pictures next to text so that students understand the text. I will read aloud all directions to help the slower readers.
Time Allotment:
2 class periods. 30 Min. per class.
5 E’s Implementation Plan
ENGAGE:
Pre-assessment: questions: "Who knows what a magnet is?" "What is one thing you can tell me about magnets?" (I will ask this question to multiple students)
I will introduce the students to magnets and magnetic strength by reading the book "Magnets" by Angela Royston. I will read through page 11 as the introduction to magnets in general. Pages 10 and 11 talk about the shapes of magnets, which is a perfect introduction to the strength of magnets.
Before I begin reading, I will introduce the words "force," "materials," and "magnetic" since they are the bolded words in the story. I will leave them written on the board for this lesson so that students can refer to them as I am reading, making note of these new, confusing words.
As I read, I will ask questions that lead into the lesson concepts.
"What happens when two magnets are close to each other?" "What is a word for the magnets pulling towards each other?" (ACTION)
"How do we know when something is magnetic?" "What kind of materials do we think are magnetic?"
"Are all metals magnetic?" "What kind of metals are magnetic?" "Do you think some metals are more magnetic than others?" (COMPARISON)
"What kind of shapes are magnets?" "This magnet looks like plastic. Why does it stick to the refridgerator?"
"I am going to pause here in the story. We will come back to it tomorrow. I asked you a question on this page. It was, 'Do you think some metals are more magnetic than others?' Lets talk about this question."
"We have some foil, some coins, some scissors, a can, some nails, and a bracelet. Lets make a chart and decide if we think these items are magnetic. Then we can make a list of which ones are the most magnetic."
Make chart of items. Have students generate ideas about what metals are magnetic and write thoughts on chart. Test items as a whole class. Write results in next column on chart. Go over the chart as a whole class.
EXPLORE:
The students will experiment with different magnets and determine strength based on the number of paper clips that each magnet can hold. They will work in pairs and each have their own charts to record their evidence. This chart has two columns labeled “magnet” and “number of clips.”
These are some of the questions that I will ask my students to formatively assess their learning:
-Measuring and Counting: How many paper clips does the smallest magnet hold? How many does the largest paper clip hold?
-Comparison: Which magnet had the longest chain of paper clips? Which one had the shortest?
-Reasoning: Why is it that the largest magnet does not hold the most paper clips?
-Action: Asking them what happens when something is magnetic should probably come first, so I know if they understand what it actually means and what an object does when it is magnetic.
EXPLAIN:
(Complete this right after the explore portion)
They will share their claims by showing a partner the magnet that surprised them the most. I believe that the students will chose the largest, weak magnet or the smallest, strongest magnet.
They will share their claims by showing a partner the magnet that surprised them the most. I believe that the students will chose the largest, weak magnet or the smallest, strongest magnet.
We will then have a discussion about the size and strength of magnets.
We will write a couple sentences together about the claim that size and strength are not related (based on our discussion).
Does a bigger magnet mean that it will hold the most paperclips? Why?
What did we see that makes this sentence false?
Record their thoughts and construct a complete sentence as a claim.
Lori Breon
Grade Level: 1st Grade
This is a lesson to open up a magnet strength unit.
SCIED 458 Lesson Specifications
Subject(s):
Science
Science Concept:
Strength of magnets
Driving Question:
Do different magnets have different strengths?
Grade/Level:
1
Learning Outcomes:
Following this exploration, students will conclude that size does not determine the strength of a magnet. This will be shared with the whole class at the end of the unit during an explaination discussion.
Summary:
Students will recall their wonderings that were brought up during an engage lesson at the beginning of the magnets unit. Students will share their beliefs about magnet strength and we will then talk about the ways they could test their ideas. I will then break them into groups and give them a kit of materials. They will then have a chance to test their beliefs about magents and make some conclusions. I will be walking around the room to make sure that the students are using the materials in the right way and are making the right conclusions. I will intervene where necessary. All of the tests will be testing what a magnet can hold. I will give them a worksheet to record their data. Then I will collect thier papers, and use them to ignite a discussion about their findings at a later time.
STANDARDS & ASSESSMENT
Standards:
PA- Pennsylvania Academic Standards
• Subject:Science and Technology
• Area 3.2:Inquiry and Design
• Grade 3.2.4: Grade 4
Standard A.:Identify and use the nature of scientific and technological knowledge.
•Distinguish between a scientific fact and a belief.
•Provide clear explanations that account for observations and results.
•Relate how new information can change existing perceptions.
Standard C.:Recognize and use the elements of scientific inquiry to solve problems.
•Generate questions about objects, organisms and/ or events that can be answered through scientific investigations.
•Design an investigation.
•Conduct an experiment.
•State a conclusion that is consistent with the information.
Assessment/Rubrics:
During each lesson, students will be adding to a chart listing their beliefs about magnet strength. At the end of the last lesson, we will discuss our findings, and complete the chart. They will re-evaluate each of their initial claims, and decide if they are correct or incorrect based on their explorations. I will also collect their worksheets that they used to record their data. At the bottom of that worksheet, it will ask them to make a claim based on their findings. These two areas of assessment will let me know if they understand the science concept.
MATERIALS AND RESOURCES
Science Materials:
4 identical kits of magnets of various sizes and strengths
Other Resources:
Materials and resources:
paper clips
small metal weights?
nails?
a worksheet designed by me to allow students to record their findings
chart paper to make a chart of beliefs about magnet strength
ADDITIONAL INFORMATION
Learning Context:
This activity is one aspect of a larger magnet unit that the students have been studying. They have just completed an investigation about what magnets are attracted to. This activity is based on the wonderings they had at the beginning of the larger unit. This activity is the beginning of a magnet strength mini-unit. Following this activity, I will lead students into an investigation of what magnets will attract through. The mini-unit will commence with a group discussion. There we will determine if our beliefs were correct, and students will share their new ideas and understanding.
Differentiated Instruction:
Groups will be heterogenous groups, so learners of all types will together. I will be walking around to each group, giving me time to talk with each student. If I see a learner or group that is not understanding the concepts, I will work more specifically with those students. As a whole, all learners are capeable of this activity and understanding.
Collaboration:
Students will work collaboratively. Students will work in groups of 5.
Time Allotment:
1 class period. 35 Min. per class.
Author's Comments:
Make sure to continually ask students "why" they are making the claims they are making. Ask them what evidence they have to back up thier ideas. This is important at every questioning interaction.
Lesson Details:
Hook: I will hang up their wonderings chart on the white board. This will spark their interest, because they will be exploring an idea or question that they created.
Procedures:
Behavior Expectations:
a. We will be diving up into groups to conduct some experiments to answer some questions and wonderings you had when Mrs. Lawrence talked about magnets with you. That means that you will have to work together. I know you are all able to work nicely with others. You will have to share the materials, and listen to each other's ideas.
b. Please do not argue over who has the magnet you want. Everyone in the group should get to use each of the magnets.
c. Be open to other's ideas and suggestions. You will be experimenting together, so if someone wants to try it one way, give it a try. It may turn out to be the best experiment you do. Being a good team will be the key to having a good experiment.
d. Also, please raise your hand during discussions. I want to hear from everyone, and when you shout out, people don't get to think about their own ideas.
1. Ask pre-assessment questions:
a. Mrs. Lawrence started talking about magnets with you a few weeks ago, right?
b. What did you determine that magnets are attracted (stick) to?
c. Did you learn anything about a mangent's strength?
2. Let's make a list of our beliefs about magnets, and how strong they are. What makes a magnet strong? What makes a magnet weak? Do different magnets have different stregths? Are magnets different?
3. Write down their lists on the chart under the "Hypotheses" column of the chart.
4. Tell them that I have brought in some materials that will allow them to test their ideas.
5. Show them the materials.
6. Ask them to take a quiet minute to think about ways they could test their ideas.
7. Ask them to raise their hand if they have an idea about how to test their beliefs using the materials I have.
8. Make a list of the ones that are good.
9. Show and explain the worksheet and how I would like them to use it.
10. Divide them into four groups.
11. Pass out materials, and have them take their kit to their designated area.
12. Ask them to please keep their ideas in their group. We will share everyone's ideas later in the week.
13. Send them to their groups.
14. Walk around and observe and ask formative questions during this investigative time.
15. Meet with each group when they are forming their ideas. Make sure they are on the right track in testing their ideas. Nudge them along if they need help.
16. When an idea emerges, make sure they are on the right path. Show them the powerful magnet and how many paperclips it will hold. Make sure they understand that smaller magnets may be more powerful.
17. When time is getting low, have them finish their final test.
18. Ask them to put everything back in the bag.
19. Have one person bring their kit back to me, and everyone else can make their way to their seats or the carpet.
20. Tell them we will discuss our findings in a few days, so they will want to remember their findings.
5 E’s Implementation Plan
ENGAGE:
Students have already been engaged in the whole magnet unit. To engage their interest in this activity, I will post their wonderings poster they have already made. I will ask them to explain their wonderings, and then we will make our chart of beliefs. This will engage their interest in solving their own questions.
EXPLORE:
Students will be exploring their own ideas about magnet strength by using testing kits I have put together for them. They will record their data on a worksheet I have made for them.
EXPLAIN:
I will be asking them questions as they explore in their small groups. I will be asking them what they are discovering and checking their understanding. The final lesson of the unit will involve a group discussion of what they have determined. There, we will reassess their beliefs on the chart we made during this lesson.
ELABORATE:
This lesson will prepare my students to take this knowledge into the next activity. The next activity involves looking at what things magnets can attract through, so it will be a continuation of this idea. My students will apply the information from this lesson to their ideas and beliefs involved in the next lesson.
EVALUATE:
At the end of the unit, we will have a group discussion about the new ideas they have based on their investigations. This will assess what they have learned, and will tell me if they now understand the concepts. Also, their worksheets used to record data and ideas will be collected. This will allow me to look at each child's information and ideas. These two assessments will let me know if my students have grasped the concept.
Grade level: first grade
This lesson is about the relationship between the strength and size of magnets.
•Identify characteristics of sound such as pitch, loudness and echoes.
•Recognize forces that attract or repel other objects and demonstrate them.
•Describe various types of motions.
•Compare the relative movement of objects and describe types of motion that are evident.
•Describe the position of an object by locating it relative to another object or the background (e. g., geographic direction, left, up).
Formative assessment:
-Measuring and Counting: How many paper clips does the smallest magnet hold? How many does the largest paper clip hold?
-Comparison: Which magnet had the longest chain of paper clips? Which one had the shortest?
-Reasoning: Why is it that the largest magnet does not hold the most paper clips?
-Action: Asking them what happens when something is magnetic should probably come first, so I know if they understand what it actually means and what an object does when it is magnetic.
Summative assessment: I will hold up two magnets that the students have never seen before. When they respond that it is impossible to tell unless there is a test done, then I will know they understand that the size of magnets have nothing to do with their strength. Also, our discussion during the explain portion of the lesson will help me to summatively assess the student understanding. The sentences we write as a class will be direct evidence of student learning.
List student textbook and books from library here, and materials my mentor teach gave to me
Students will record results on a chart. They can record their evidence on the chart. This chart has two columns labeled “magnet” and “number of clips.” They may also record some information about iron filings in another chart, though this may be an extra activity for those who finish early.
These are some of the questions that I will ask my students to formatively assess their learning:
-Measuring and Counting: How many paper clips does the smallest magnet hold? How many does the largest paper clip hold?
-Comparison: Which magnet had the longest chain of paper clips? Which one had the shortest?
-Reasoning: Why is it that the largest magnet does not hold the most paper clips?
-Action: Asking them what happens when something is magnetic should probably come first, so I know if they understand what it actually means and what an object does when it is magnetic.
To assess students understanding further: I will hold up two magnets, asking which one is stronger. When they respond that it is impossible to tell unless there is a test done, then I will know they understand that the size of magnets have nothing to do with their strength.
They will share their claims by showing a partner the magnet that surprised them the most. I believe that the students will chose the largest, weak magnet or the smallest, strongest magnet.
2 class periods. 30 Min. per class.
I will introduce the students to magnets and magnetic strength by reading the book "Magnets" by Angela Royston. I will read through page 11 as the introduction to magnets in general. Pages 10 and 11 talk about the shapes of magnets, which is a perfect introduction to the strength of magnets.
Before I begin reading, I will introduce the words "force," "materials," and "magnetic" since they are the bolded words in the story. I will leave them written on the board for this lesson so that students can refer to them as I am reading, making note of these new, confusing words.
As I read, I will ask questions that lead into the lesson concepts.
"What happens when two magnets are close to each other?" "What is a word for the magnets pulling towards each other?" (ACTION)
"How do we know when something is magnetic?" "What kind of materials do we think are magnetic?"
"Are all metals magnetic?" "What kind of metals are magnetic?" "Do you think some metals are more magnetic than others?" (COMPARISON)
"What kind of shapes are magnets?" "This magnet looks like plastic. Why does it stick to the refridgerator?"
"I am going to pause here in the story. We will come back to it tomorrow. I asked you a question on this page. It was, 'Do you think some metals are more magnetic than others?' Lets talk about this question."
"We have some foil, some coins, some scissors, a can, some nails, and a bracelet. Lets make a chart and decide if we think these items are magnetic. Then we can make a list of which ones are the most magnetic."
Make chart of items. Have students generate ideas about what metals are magnetic and write thoughts on chart. Test items as a whole class. Write results in next column on chart. Go over the chart as a whole class.
These are some of the questions that I will ask my students to formatively assess their learning:
-Measuring and Counting: How many paper clips does the smallest magnet hold? How many does the largest paper clip hold?
-Comparison: Which magnet had the longest chain of paper clips? Which one had the shortest?
-Reasoning: Why is it that the largest magnet does not hold the most paper clips?
-Action: Asking them what happens when something is magnetic should probably come first, so I know if they understand what it actually means and what an object does when it is magnetic.
They will share their claims by showing a partner the magnet that surprised them the most. I believe that the students will chose the largest, weak magnet or the smallest, strongest magnet.
They will share their claims by showing a partner the magnet that surprised them the most. I believe that the students will chose the largest, weak magnet or the smallest, strongest magnet.
We will then have a discussion about the size and strength of magnets.
We will write a couple sentences together about the claim that size and strength are not related (based on our discussion).
Does a bigger magnet mean that it will hold the most paperclips? Why?
What did we see that makes this sentence false?
Record their thoughts and construct a complete sentence as a claim.
Lori Breon
Grade Level: 1st Grade
This is a lesson to open up a magnet strength unit.
•Distinguish between a scientific fact and a belief.
•Provide clear explanations that account for observations and results.
•Relate how new information can change existing perceptions.
•Generate questions about objects, organisms and/ or events that can be answered through scientific investigations.
•Design an investigation.
•Conduct an experiment.
•State a conclusion that is consistent with the information.
paper clips
small metal weights?
nails?
a worksheet designed by me to allow students to record their findings
chart paper to make a chart of beliefs about magnet strength
Lesson Details:
Hook: I will hang up their wonderings chart on the white board. This will spark their interest, because they will be exploring an idea or question that they created.
Procedures:
Behavior Expectations:
a. We will be diving up into groups to conduct some experiments to answer some questions and wonderings you had when Mrs. Lawrence talked about magnets with you. That means that you will have to work together. I know you are all able to work nicely with others. You will have to share the materials, and listen to each other's ideas.
b. Please do not argue over who has the magnet you want. Everyone in the group should get to use each of the magnets.
c. Be open to other's ideas and suggestions. You will be experimenting together, so if someone wants to try it one way, give it a try. It may turn out to be the best experiment you do. Being a good team will be the key to having a good experiment.
d. Also, please raise your hand during discussions. I want to hear from everyone, and when you shout out, people don't get to think about their own ideas.
1. Ask pre-assessment questions:
a. Mrs. Lawrence started talking about magnets with you a few weeks ago, right?
b. What did you determine that magnets are attracted (stick) to?
c. Did you learn anything about a mangent's strength?
2. Let's make a list of our beliefs about magnets, and how strong they are. What makes a magnet strong? What makes a magnet weak? Do different magnets have different stregths? Are magnets different?
3. Write down their lists on the chart under the "Hypotheses" column of the chart.
4. Tell them that I have brought in some materials that will allow them to test their ideas.
5. Show them the materials.
6. Ask them to take a quiet minute to think about ways they could test their ideas.
7. Ask them to raise their hand if they have an idea about how to test their beliefs using the materials I have.
8. Make a list of the ones that are good.
9. Show and explain the worksheet and how I would like them to use it.
10. Divide them into four groups.
11. Pass out materials, and have them take their kit to their designated area.
12. Ask them to please keep their ideas in their group. We will share everyone's ideas later in the week.
13. Send them to their groups.
14. Walk around and observe and ask formative questions during this investigative time.
15. Meet with each group when they are forming their ideas. Make sure they are on the right track in testing their ideas. Nudge them along if they need help.
16. When an idea emerges, make sure they are on the right path. Show them the powerful magnet and how many paperclips it will hold. Make sure they understand that smaller magnets may be more powerful.
17. When time is getting low, have them finish their final test.
18. Ask them to put everything back in the bag.
19. Have one person bring their kit back to me, and everyone else can make their way to their seats or the carpet.
20. Tell them we will discuss our findings in a few days, so they will want to remember their findings.